The contribution of interactive book reading practices to reading attitudes

This study aimed to determine the contribution of interactive book reading practices to fourth-grade primary school students' attitudes toward reading. The research was designed as an action research study based on a mixed-methods approach, in which both quantitative and qualitative data were collected and analysed together to provide a holistic understanding of the process. Data were collected through the "Reading Attitude Scale," a "Semi-Structured Interview Form," and a "Researcher's Journal.". The study group consisted of 33 fourth-grade students attending a public primary school. The implementation process lasted for seven weeks. Before the intervention, the reading attitude scale was administered as a pre-test to determine the students' initial attitudes, and detailed information about the process was provided. During the following five weeks, interactive book reading activities prepared by the researcher were implemented in accordance with the action plan. At the end of the process, the same scale was applied as a post-test, and interviews were conducted with 15 students to examine their opinions about the interactive reading sessions. In the analysis of the quantitative data, arithmetic means were calculated, while the qualitative data were analysed thematically. The findings revealed that the majority of students showed a significant improvement in their attitudes toward reading. Especially students who initially had low or moderate attitudes toward reading moved to higher levels, while those with high attitudes reached very high levels. Qualitative findings supported the quantitative results, indicating that students actively participated in the process, interacted with books, and found the activities enjoyable and engaging. Overall, it was concluded that interactive book reading practices are an effective instructional approach that enhances students' reading attitudes, participation, and motivation. Keywords: Interactive book reading, reading attitude, classroom practice